Qualification of Mentors
Students should be skilled in fundamental knowledge, skills, accomplishments and methods, which enable them to independently master the process of lifelong learning, according to the curriculum of the conference of education ministers (2004). This educational goal can be realised through active and individualised learning processes, in addition to a development of competences. Especially the implemenation of the educational goal needs educational know-how regarding individualised and adaptive learning. This know-how, then again, can be seen as the foundation to a professional way to handle heterogeneous learning groups.
What do we want
In order to cover every student’s need, lessons should be prepared and taught differently. More and more concepts of learning supplement teacher-based lessons (OR help teachers giving lessons/holding classes). Rather than excluding each other do the concepts complement themselves. Within the “Quality Initiative Teaching in M-V” and the subproject Qualification of Mentors schools were supported understanding and implementing two different approaches. In this way, these new concepts of learning can be developed at the participating schools, which result into an experimental but also safe space for teacher training students.
The department of Applied School Pedagogy focusses mainly on empirical educational research. Within this focus we concentrate on impact research of two approaches to create individualised study time. We have quantitatively and qualitatively assessed and evaluated schools throughout Germany which are already working with the learning approaches.
Based on competence grids the Learning Office systematically encourages the deepening of learning competences. Those grids can help defining the student’s individual level of competences regarding their prerequisites (prior knowledge and skills). Starting from their certain level, students can gradually and at their own speed work with different tasks and exercises towards their relative maximum. These tasks and exercises, resting upon the competence grid and individual levels, can be chosen due to the student’s preferences and needs. The learning environment includes various tasks and exercises on different levels of learning and processing. Learning with competence grids (Learning Office) can be compared to the approach of a weekly schedule and proves oneself as a handy way in all-day schooling for the individualised study time. This individualised study time can take place either within subject teaching or at any other point during the school day.
The competence grids were generated at the Institute of School Development in Stuttgart, Germany and provide the basis for the learning office.
Self-organized learning as Inquiry-based Learning is the independent search for answers to open questions or to connect different subjects. The students document their activity in a research portfolio. This portfolio can not only provide feedback processes but can also show different strategies to accomplish their task. Within this concept, students use taught knowledge in addition to expanding and creatively using it.
Schools and teacher training students test and experience one or even both approaches. Teachers are introduced to the two approaches based on research results. They can then weave the approaches in their teaching experience with the foundation of the tested material. Teacher training students will be prepared in such a way within didactical and pedagogical lectures/seminars/workshops. They can also experience schools which are already applying the two approaches. The schools not only help the future teachers to establish their teaching professionalisation but can also create individual study time during at their own school.
Schools and Mentors
- Christian Schulz
Schulzentrum "Fritz Reuter" Dömitz
- Angela Hopfengärtner
- Mandy Schleer, Kathrin Wachsmann
- Andrea von Finckenstein, Regine Schütt
- Martina Strohschneider
Regionale Schule Ost Neubrandenburg
- Katrin Zeisler
Schulzentrum am Sund Stralsund
- Dörthe Schacht, Luise Schnibben
Regionale Schule Dargun
- Birgit van Mark
Schule am Inselsee Güstrow
- Irmtraud Herrmann
- Schweder, Sabine & Weckerth, Judith (2017). Praxisseminare für Lernbüros in der Schulpädagogik Greifswald. Schulen und Mentor/-innen für Lernbüros. Mentor*innenqualifizierung für die Betreuung der Praxisphasen in der Lehramtsausbildung M-V, Rostock.
- Informationsblatt zur Mentor*innenqualifizierung für die Betreuung der Praxisphasen in der Lehramtsausbildung M-V Angewandte Schulpädagogik/Deutsch (2017). Mentor*innenqualifizierung für die Betreuung der Praxisphasen in der Lehramtsausbildung M-V, Rostock.
- Kulakow, Stefan & Schweder, Sabine (2017). Motivation und Metakognition in adaptiven und non-adaptiven Lernprozessen der Sekundarstufe. Tagung Arbeitsgruppe für empirische Bildungsforschung (AEPF) der Sektion „Empirische Bildungsforschung“: Educational Research and Governance, Tübingen.
- Liebisch, Peter; Kulakow, Stefan & Schweder, Sabine (2017). Sozial- und Lernverhalten in adaptiven und non-adaptiven Lernprozessen der Sekundarstufe. Tagung Arbeitsgruppe für empirische Bildungsforschung (AEPF) der Sektion „Empirische Bildungsforschung“: Educational Research and Governance, Tübingen.
- Liebisch, Peter; Kulakow, Stefan & Schweder, Sabine (2017). Sozial- und Lernverhalten in adaptiven und non-adaptiven Lernprozessen der Sekundarstufe. 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg.
Subproject "Qualification of Mentors"
„Qualitätsoffensive Lehrerbildung in M-V“ ("Quality Initiative Teaching in Mecklenburg-Western Pomerania")
Dr. Sabine Schweder
Operation and Research